导　　师： 李萍

学科专业： 040102

授予学位： 硕士

作　　者： ;

机构地区： 广州大学

摘　　要： 词汇在语言中享有重要的地位。Ellis（1994）把词汇看作“二语中的根基”。尽管学生，老师以及研究者都认为词汇学习是掌握一门二语或外语必不可少的，但正如de Groot/(2006/)所言，学好词汇的最佳方法仍然不确定。在国内，与词汇教学有关的研究多在大学及城市高中开展。在农村初中，学生面临着更大的学习困难，却少有研究者问津。本研究通过在显性学习环境中加入促进词汇隐性学习的活动，探索显性与隐性相结合的词汇教学手段在农村初中生中的作用。 作为此研究的理论支撑，本文介绍了一些记忆理论。词汇学习是一个认知过程。无论是促进显性还是隐性学习的活动，都会在学习者的记忆中留下痕迹。不过，学习中刺激的类别与次数对这些痕迹的保持有不同的影响。再者，不同的刺激对不同的学习群体的效果也是不一样的。 本研究旨在回答以下问题： 1.在显性与隐性相结合的词汇教学条件下学习的学生的即时测试成绩会高于只参与显性词汇学习的学生吗？ 2.在显性与隐性相结合的词汇教学条件下学习的学生的延时测试成绩会高于只参与显性词汇学习的学生吗？ 总共98名七年级学生参加了此次实验。在一节常规阅读课中，在控制班实行由重复跟读、制作页边注释词汇练习及单词抄写组成的显性词汇教学。实验班的学生则有额外的机会在阅读文段的同时，听该文段的录音。阅读后，他们须完成与文段内容相关的练习。此外，实验班学生每周阅读选自分级读物《书虫》的两个故事，并同时听取该录音，并有机会观看相关的视频剪辑。而控制班的学生则要求对单词进行记忆。阅读课一结束，两组学生都分别参加对接受性与产出性词汇知识的即时测试。两周后，用同一份卷进行延时词汇测试，以检验词汇学习的保持效果。总共进行了三轮测试。测试的成绩经由SPSS软件，进行独立样本T检验及配对样本T检验。在每一次测试中，实验班的成绩都高于控制班。随着实验的推进，两组学生的接受性词汇知识的差距在扩大。在第二次及第三次延时测试中，两者的差别呈现显著性。从延时测试中亦可以看出，显性与隐性相结合的教学对于产出性知识有一定的保持效力。 本研究对词汇教学的启示是词汇学习计划应当包含显性及隐性的元素，而且此计划应该是长期的，使得词汇学习呈现出回旋上升的态势。 Vocabulary occupies a very prominent status in a given language. Ellis /(1994:11/)treats vocabulary as “the bedrock of L2”. Although students, teachers, and researchersall agree that learning vocabulary is an essential part of mastering a second or foreignlanguage, but as pointed out by de Groot /(2006/), the best means of achieving goodvocabulary learning is still unclear. Whether words should be taught directly or can belearned from various contexts draws much attention. In China, relevant studies wereoften conducted in colleges and urban senior high schools. The rural junior highschools, where learners are confronting more learning difficulties, were seldomattended to. By adding implicit learning activities to explicit instruction environment,the present study probes into the effect of combining explicit and implicit vocabularyinstruction for rural young learners. As the theoretical support of the study, some memory theories are introduced.Vocabulary learning is a cognitive process. Learning activities, either implicit orexplicit, leave traces on learners’ memory. However, the types of stimuli and the timesof stimuli in learning have different effect on the retention of those traces. Moreover,different stimuli appeal to different groups of learners. The present research is guided by the following questions: a. Will students under combined vocabulary instruction outperform those underonly explicit instruction in immediate vocabulary tests? b. Will students under combined vocabulary instruction outperform those underonly explicit instruction in delayed vocabulary tests? A total of98students of Grade Seven participated in the experiment. In a regularreading lesson, the control group received explicit instruction which consists ofrepeated pronunciation, marginal glossing, vocabulary exercise and word copying.The experimental group were given extra opportunities to listen to the passage whilereading. After reading, they were assigned to complete a comprehension task. Inaddition, the experimental group listened to two stories selected from the graded reader Book Worm and watched related video clips every week, while the controlgroup were told to learn the word by rote. Both group were tested immediately afterthe reading lesson on receptive and productive vocabulary knowledge. Two weekslater, a delayed test, using the same paper as the immediate test, was administered toexamine the retention of vocabulary knowledge. Altogether, three rounds of tests wereexecuted. The data were processed by SPSS. Independent Sample T-test and PairedSample T-test were adopted. In each test, the experimental group outperformed thecontrol group. As the experiment proceeded, the gap of receptive knowledge betweenthem enlarged. Significant difference was found in the second and the third delayedreceptive vocabulary tests. From the results of delayed productive vocabulary tests,the maintenance effect of the combined instruction can also be concluded. The study suggests that both explicit and implicit elements should be included ina vocabulary learning program and the program should be long-term, making thelearning recurrent and onward.

关 键 词： 显性 隐性 词汇教学 农村初中

分 类 号： [G633.41]

领　　域： [文化科学]